Reading Maketh a Complete Man

S. Indira Narayan is an educationist with more than 35 years of rich experience in the teaching field. She has held multiple portfolios. She has been associated with St. Ann’s High School, ICSE, ISC, Secunderabad, for over three decades, teaching English language and English literature for classes 10, 11 and 12. The last portfolio she held was as Academic Coordinator, St. Ann's High School, at Kompally Hyderabad, under the same management.

Indira Narayan has conducted numerous workshops for school teachers and continues to do so. She is also interested in writing and blogs regularly on http://vinplaksha.wordpress.com/

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Sir Francis Bacon, known as the Father of English essays & one of the best essay writers in the English Language, stated: ‘Reading maketh a complete man; conference a ready man; and writing an exact man.’ He wrote in an aphoristic style, making general statements of truth without personal opinions or examples. That left interpretations open for readers. Aphorism is ‘a short saying intended to express a general truth.’

Reading is an important skill that should be encouraged in every student. Interest in reading should be developed from an early stage of schooling, in the primary classes. Many schools have at least one Reading Period per week in the primary Section. In some schools, Reading Tests are held and marks awarded are entered into the Report Card.

Reading helps children learn proper punctuation since they have to read with the right pauses to make sense. A teacher should correct a student whenever and wherever there is an error in pronunciation and disregard of punctuation. A disjointed way of reading should be corrected in its nascent stage. We all come across people who make errors in pronunciation, especially where the local language plays an upper hand. When the teacher mispronounces a word, the impact is long-lasting on the student and many use the same pronunciation even after they have grown up.

 ‘For those who have decided to teach children at the elementary school level, the impact they make on students in this vital area can resonate throughout the rest of their lives.’

Teachers, especially those who teach English, will agree that children who read books regularly, story books or other books of interest have shown that they are good in their academics. Reading builds their vocabulary, which in turn aids their expression in being able to pick the right word and put it in the right context. On the strength of this, they become more creative. They can be more receptive in class and thereby more confident.

A teacher is inclined (though not consciously) to turn more often to a student whose responses, expressions, vocabulary and presentation are good, than to one who may not be up to this mark. By allowing some time once in a while during class, a teacher can discuss books, mention a few names, and enthuse students by reading an interesting portion of a book, which can stimulate their interest in reading that book. Make time to have a brief discussion on the book after ascertaining that they have read it. All may not have done so, but the ones who have will like giving their inputs or analysis, feel happy and want to read more books. Of course, the teacher should have also done her part of the reading to be able to discuss. Will time permit her this? Time is what you make, not always get.

A colleague in the primary section of the school where I taught requested the Principal to permit her to keep storybooks (short stories) in the classroom cupboard. Books from the library and some of her own books were kept in the class. The number of available books being the strength of her class. If the students had a free period or a teacher was absent, my colleague would give one book to each student present and ask them to read the book silently. 5 minutes before the period came to an end, she would ask them to stop reading, note the page they stopped at and return the books. A few minutes would be devoted to feedback. When the next opportunity to read came, she would ask the students to take the book they had been reading and continue from where they had stopped. For those who had completed the reading, she would ask them to write a brief summary.

It is not easy to make all children interested in reading. For this, a mention that grades/marks would be given on their feedback will work. Some incentive should be given and honoured. The above practice is suggested more for the lower classes in the Primary section, where adjustments of time are possible. Teach them young and get them interested to read. A habit once formed will remain.

Bulletin Board in or outside a classroom, maybe in the corridors, can be set aside for students beyond the Primary section to pin a summary or synopsis of a book they read, some pictures etc, to catch the attention of others. A weekly or fortnightly change should be in place, observed by a panel of teachers who can award some marks or grades. A final tally at the end of a Term can declare a winner. Parameters for the reading and the summary presentation to be considered. Form a Book lovers Club, delegate posts/ titles to students, make them responsible for maintaining the Bulletin Board and keep the concerned Teacher posted.

The suggestions given above can be re-modelled in a creative manner. They can be improved upon and made more fun. Let one idea weave a new one. The choices are endless. Time is not a constraint for one who has the ability to plan, organize and execute.

To quote: “Today a reader, tomorrow a leader.”

I am sure you will agree with this.